Measurement, Assessment and Evaluation

Measurement is an important part of assessment.

Some assessment results come in the forms of
quantitative values that enable the use of further
analysis.

Assessment involves
several measurement The common tools used to measure
processes in order to arrive variables in the educational setting
with quantified results. are tests, questionnaires, inventories,
rubrics, checklists, surveys and
others.
 Evaluation is arrived when the necessary
measurement and assessment have taken place.
In order to evaluate whether a student will be
retained or promoted to the next level, different
aspects of the student’s performance were
carefully assessed and measured such as the
grades and conduct.

To evaluate whether the remedial

program in math is effective, the
students’ improvement in math, teachers’
teaching performance, and whether
students’ attitudes towards math
changed should be carefully assessed.
Different measures are used to assess
different aspects of 7 the remedial
program to come up with an evaluation.

When assessment results are used to make

decisions and come up with judgments, then
evaluation takes place.
Types of Tests
Objectives:

 Explain and distinguish the different types of

tests
 Types of Tests
Psychological Educational
Used to assess a variety of mental abilities and Used to measure the result of
P attributes, including achievement and ability,
personality, and neurological functioning.
instructions and learning (eg.
Achievement Test,
U Personality – evaluate the thoughts, emotions,
Performance test)
Diagnostic – strengths and
R attitudes, and behavioral traits that comprise
personality
weaknesses
Proficiency- people’s ability in
P i.e. Minnesota Multiphasic Personality Inventory
Intelligence – mental ability of an individual
language
Achievement – student’s
O Achievement and Ability tests – measure the
level of a child’s intellectual functioning and cognitive
ability
performance in academic areas
Aptitude – numerical reasoning,
verbal reasoning, speed, accuracy, etc.

S i.e. Standford-Binet intelligence scales (i.e.pre-employment)

Placement – assigning students
E
in the program most appropriate to
their abilities (BUCET)

Required clinically trained examiner, should be

administered, scored, and interpreted by a trained
professional (i.e. Psychologist or psychiatrist)
 Survey Mastery
•Covers a broad •Covers specific
range of objectives objectives
Scope •Measures general •Measures
of achievement in
certain subjects
fundamental skills
and abilities
Content •Constructed by •Typically
trained professional constructed by the
teacher
 Verbal Non-
Verbal
•Words are used - •Drawings,
Language reading, writing or abstract reasoning
Mode speaking
 Standardized Non-
C standardized
O (Teacher-made)
N •Constructed by professional
item writer
•Constructed by a
classroom teacher
S •Covers a broad range of content •Covers a narrow range of
T covered in a subject area content

R •Uses mainly multiple choice •Various types of items are

U used
•Items written are screened and •Teacher picks or writes
C the best items were chosen for items as needed for the test
T the final instrument

I •Can be scored by a machine •Scored manually by a

teacher
O •Interpretation of results is •Interpretation is usually
N usually norm-referenced criterion-referenced
 Individual
•Mostly given orally or requires actual
demonstration of skill
•(i.e. NC in TVE)
•One-on-one situations, thus, many
Manner of opportunities for clinical observation
Administration
•Chance to follow-up examinee’s
response in order to clarify or
comprehend it clearly
Oral
•Posing questions in spoken forms
•Subjective test, face-to-face, verbal
response, immediate response
Group
•This is a paper-and-pencil test
administered to a large number
of subjects, these are
economical, easy to administer
and score.
•Loss of rapport, insight and
knowledge about each
examinee
•Same amount of time needed
to gather information from one
student
Written
•Administered on paper or
on a computer
•Test taker could respond by
writing or typing within a given
space of the test or on a
separate form or document
 Objective
•Scorer’s personal judgment
Effect of does not affect the scoring
Biases •Worded that only one
answer is acceptable
•Little or no disagreement on
what is the correct answer
Subjective
•Affected by scorer’s
personal opinions,
biases and judgments
•Several answers are
possible
•Possible to
disagreement on what is
the correct answer
 Power Speed
•Consists of series of items •Consists of items
Time arranged in ascending order approximately equal in
Limit and of difficulty difficulty

Level of •Measures student’s ability to •Measures student’s

answer more and more speed or rate and
Difficulty difficult items accuracy in responding

•Does not have time limit, test •Specifies time limits

taker is given ample time to
complete all the test items
 Selection Type Supply Type
•There are choices for the
answer
•Multiple Choice, True or False,
Matching Type
Format
•Can be answered quickly
•Prone to guessing
•Time consuming to construct
•There are no choices for
the answer
•Short answer, Completion,
Restricted or Extended
Essay
•May require a longer time
to answer
•Less chance to guessing
but prone to bluffing
•Time consuming to answer
and score
 Norm-Referenced
•Result is interpreted by comparing one
student’s performance with other students’
performance
•Some will really pass
•There is competition for a limited
percentage of high scores
•Typically covers a large domain of learning
Interpretation of tasks
Results •Emphasizes discrimination among
individuals in terms of level of learning
•Favors items of average difficulty and
typically omits very easy and very hard
items
•Interpretation requires a clearly defined
group
Criterion-Referenced
•Result is interpreted by comparing
student’s performance based on a
predefined standards (mastery)
•All, some or none may pass
•There is no competition for a limited
percentage of high score
•Typically focuses on a delimited
domain of learning tasks
•Emphasizes description of what
learning tasks individuals can and
cannot perform
•Matches item difficulty to learning
tasks, without altering item difficulty
or omitting easy or hard items
•Interpretation requires a clearly
defined and delimited achievement
domain
🞂https://education.stateuniversity.com/pages/2500/Testin
g-STANDARDIZED-TESTS-HIGH-STAKES-ASSES
SMENT.html
🞂http://www.healthofchildren.com/P/Psychological-Te
sts.html#ixzz6keuoKeIZ
🞂Santos, R. D. (2007). Assessment of Learning 1.
Adriana Publishing Co. Inc., QC: Philippines